课堂领导角色活动:与学生团队分享领导力的途径

IF 2.5 Q1 EDUCATION & EDUCATIONAL RESEARCH
Priyanka D. Joshi, Chenwei Li, Dayna O. H. Walker
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引用次数: 0

摘要

为学生提供在课堂上实践领导力的具体机会可能具有挑战性。我们设计了一项为期一学期的活动,与学生分享教师在课堂上的领导职能。在课堂领导角色活动中,学生团队被分配到特定的领导角色(即效率管理者、参与促进者、文化创造者、能量领导者、连接者和咨询委员会成员),并在整个学期中负责设计、实施和评估影响力尝试的有效性,以履行与角色相关的职责。我们发现,这项活动可以产生一系列积极的结果,包括增强领导者的身份认同、提高领导者的参与度、增加课堂学习和参与度。在这篇教学创新文章中,我们为教师如何使用和调整课堂领导角色活动提供了指导,并提供了该活动在实现学习成果方面的有效性证据。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Classroom Leadership Roles Activity: A Pathway to Sharing Leadership With Student Teams
Providing students with concrete opportunities to practice leadership in the classroom can be challenging. We designed a semester-long activity that shares instructor’s leadership functions in the classroom with students. In the Classroom Leadership Roles Activity, student teams were assigned to specific leadership roles (i.e., efficiency managers, participation facilitators, culture creators, energy leaders, connectors, and advisory board members) and tasked with designing, conducting, and evaluating the effectiveness of influence attempts throughout the semester to fulfill responsibilities associated with their roles. We found that the activity can result in a range of positive outcomes, including enhanced leader identity, improved leadership engagement, and increased classroom learning and engagement. In this instructional innovation article, we provide instructions for how instructors can use and adapt the Classroom Leadership Roles Activity, and we provide evidence of its effectiveness in attaining learning outcomes.
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来源期刊
Journal of Management Education
Journal of Management Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.10
自引率
14.30%
发文量
23
期刊介绍: The Journal of Management Education (JME) encourages contributions that respond to important issues in management education. The overriding question that guides the journal’s double-blind peer review process is: Will this contribution have a significant impact on thinking and/or practice in management education? Contributions may be either conceptual or empirical in nature, and are welcomed from any topic area and any country so long as their primary focus is on learning and/or teaching issues in management or organization studies. Although our core areas of interest are organizational behavior and management, we are also interested in teaching and learning developments in related domains such as human resource management & labor relations, social issues in management, critical management studies, diversity, ethics, organizational development, production and operations, sustainability, etc. We are open to all approaches to scholarly inquiry that form the basis for high quality knowledge creation and dissemination within management teaching and learning.
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